This program reviews how the different intervention models are evolving so you can develop optimal and specific strategies for each case” 

Having a psychoeducational program is only the beginning. From that point on, the work of the educational psychologist will determine the success of the program. Proper resource management or achieving optimal integration with the rest of the students are some of the main challenges.

In this sense, this Postgraduate diploma aims to provide professionals with the tools they will need for daily practice, Whether they are evaluation and diagnosis techniques, intervention strategies or resource management models. All of it based on the most recent research, with the aim of implementing it quickly in the workplace.

The syllabus and the content will be available 100% online with no fixed schedules from the start of the course. This will provide students with the convenience of taking on the course load whenever, wherever and however they wish. All you need is a device 
with Internet access.

Enroll and practice implementing innovative models in psychopedagogical intervention adapted to each students’ needs”

This Postgraduate diploma in Psychopedagogical Intervention in Special Educational Need contains the most complete and up-to-date educational program on the market. The most important features include:

• Practical case studies presented by experts in psychopedagogy in special 
  educational needs
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
  Practical exercises where self-assessment can be used to improve learning
  Its special emphasis on innovative methodologies
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

Throughout the program you will be able to update your knowledge regarding the care required by people with biological, psychological or social risks” 

The program’s teaching staff includes professionals from the sector who contribute their work experience to this training program, as well as renowned specialists from leading societies and prestigious universities.

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide immersive specialization programmed to learn in real situations.

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise throughout the program. For this purpose, the student will be assisted by an innovative interactive video system created by renowned and experienced experts.

Enroll and discover the recent theories on cognitive, linguistic and socio-affective development in children at social risk.

TECH professors will provide you with the latest tools to quickly address the biopsychosocial risks that affect children"

The curriculum includes all the approaches professionals need to intervene in students with special educational needs, from evaluation and diagnosis to stabilizing the case. The ultimate goal is to integrate the patient into different social environments. To that end, TECH has developed a novel and proven learning methodology, which is based on the repetition of concepts throughout the program, replacing traditional techniques that require long study hours. This will ensure students effectively assimilate the content. 

Throughout the program you will work with the latest evaluation and diagnostic techniques and tools. Learn to administer 100% effective therapies” 

Module 1. Assessment, Diagnosis, and Psycho-pedagogical Orientation

1.1. Counseling and Psychopedagogical Intervention: Concept, Disciplinary Area, Object of Study, and Trajectory

1.1.1. Concept and Functions of Educational Diagnosis. Qualities of the Diagnostician

1.1.1.1. Concept of Educational Diagnosis
1.1.1.2. Functions of Educational Diagnosis
1.1.1.3. Qualities of the Diagnostician

1.1.2. Dimensions, Scopes, and Areas of Action

1.1.2.1. Dimensions in Psychopedagogical Intervention
1.1.2.2. Spheres and Areas of Intervention

1.2. Psychopedagogical Evaluation: Function and Nature

1.2.1. Concept, Purpose, and Context

1.2.1.1. Concept of Psychopedagogical Evaluation
1.2.1.2. Purpose of Psychopedagogical Evaluation
1.2.1.3. Context of the Evaluation

1.2.2. Psychopedagogical Evaluation Procedure. Evaluation in the School and Family Context

1.2.2.1. Psychopedagogical Evaluation Procedure
1.2.2.2. Evaluation in the School Context
1.2.1.3. Evaluation in the Family Context

1.3. Psychopedagogical Diagnosis: Concept, Possibilities and Delimitation within the Framework of Psychopedagogical Action

1.3.1. The Diagnostic Process and Stages

1.3.1.1. Diagnostic Processes
1.3.1.2. Stages

1.4. Psychopedagogical Evaluation Process according to Different Spheres of Action

1.4.1. Evaluation as a Process
1.4.2. Spheres of Action and Areas of Intervention and Evaluation in the School and Family Context

1.4.2.1. Scope and Spheres of Action
1.4.2.2. Evaluation Process at School
1.4.2.3. Evaluation Process in Family Settings

1.5. Design and Phases in the Psychopedagogical Evaluation

1.5.1. Psychopedagogical Evaluation Procedure and Phases

1.5.1.1. Psychopedagogical Evaluation Procedure
1.5.1.2. Psychopedagogical Evaluation Phases

1.6. Psychopedagogical Evaluation Techniques and Tools

1.6.1. Qualitative and Quantitative Evaluation Techniques and Tools

1.6.1.1. Qualitative Evaluation Techniques and Tools
1.6.1.2. Quantitative Evaluation Techniques and Tools

1.7. Psychopedagogical Evaluation at School

1.7.1. Evaluation in Classroom, School and Family Settings

1.7.1.1. Evaluation in the Classroom
1.7.1.2. Evaluation at School
1.7.1.3. Evaluation in Family Settings

1.8. Returning Information and Follow-up

1.8.1. Returning Information and Follow-up

1.8.1.1. Return
1.8.1.2. Follow-up

1.9. Psychopedagogical Guidance Models

1.9.1. Clinical Model, Consultation Model, and Program Model

1.9.1.1. Clinical Model
1.9.1.2. Consultation Model
1.9.1.3. Program Model

1.10. School Guidance: Tutorial and Family Guidance

1.10.1. School Guidance and Tutorial Guidance. Tutorial Action Plan

1.10.1.1. School Guidance
1.10.1.2. Tutorial Function
1.10.1.3. Tutorial Action Plan

1.11. Vocational, Professional and Career Guidance

1.11.1. Vocational/Professional/Labor Guidance and Maturity. Approaches and Interests

1.11.1.1. Vocational Guidance and Maturity
1.11.1.2. Professional Guidance and Maturity
1.11.1.3. Career Guidance and Maturity
1.11.1.4. Approaches and Interests

1.12. Guidance in Social, Health, Vulnerability or Social Exclusion Contexts

1.12.1. Concept, Purpose and Social, Health, Vulnerability or Social Exclusion Contexts. Orientation Guidelines

1.12.1.1. Concept and Guidance Contexts in Social and Health Care and Social Vulnerability or Exclusion
1.12.1.2. Purpose of Guidance in Social and Health Care and Social Vulnerability or Exclusion

Module 2. Psychoeducational Attention to Special Educational Needs at School

2.1. Educational needs in Inclusive Education and the Role Played by Psychopedagogy

2.1.1. Psychoeducational Care and Psychopedagogical Intervention. Integration, Diversity, and Inclusive Education

2.1.1.1. Psychoeducational and Psychopedagogical Care
2.1.1.2. Integration, Diversity, and Inclusion
2.1.1.3. Specific Educational Needs

2.2. Regulatory Framework for Attention to Diversity I: Guidance System and Action Plans

2.2.1. Tutorial Action Plans and Academic and Vocational Guidance Plans

2.2.1.1. Tutorial Attention Plans
2.2.1.2. Academic and Vocational Guidance Plans

2.2.2. Professional Structure: Educational and Psychopedagogical Guidance Teams and Guidance Department

2.2.2.1. EOEP
2.2.2.2. Guidance Departments

2.3. Regulatory Framework for Attention to Diversity II: Measures for Attention to Diversity

2.3.1. Measures for Attention to Diversity: Resource Organization and Attention to Diversity Plans

2.3.1.1. Resource Organization
2.3.1.2. Attention to Diversity Plans

2.4. Learning Competency Development

2.4.1. Concept of Learning and Study Competence. Emotional Intelligence and Social Competence at School

2.4.1.1. Learning and Study Competence
2.4.1.2. Emotional and Social Intelligence

2.5. Learning Difficulties

2.5.1. Definition of Learning Difficulties: Historical Development

2.5.1.1. Concept of Learning Difficulties
2.5.1.2. Historical Development

2.6. Learning Difficulties in Literacy

2.6.1. Reading Difficulties. Dyslexia and Dysorthography

2.6.1.1. Concept of Learning Difficulties in Reading
2.6.1.2. Dyslexia
2.6.1.3. Dysorthography

2.7. Learning Difficulties in Mathematics

2.7.1. Definition of Learning Difficulties in Mathematics. Evaluation, Diagnosis, and Intervention

2.7.1.1. Concept of Learning Difficulties in Mathematics
2.7.1.2. Evaluation
2.7.1.3. Diagnosis
2.7.1.4. Intervention

2.8. Attention Deficit Hyperactivity Disorder (ADHD) Students

2.8.1. Attention Deficit Hyperactivity Disorder (ADHD) Profile
2.8.2. Evaluating ADHD Needs and Educational Intervention

2.8.2.1. Evaluating Needs in ADHD
2.8.2.2. Educational Intervention in ADHD

2.9. High Intellectual Capacity Students

2.9.1. High Intellectual Capacity Profile
2.9.2. Evaluating Needs in High Intellectual Capacities and Educational Intervention

2.9.2.1. Assessment
2.9.2.2. Intervention

2.10. Late Entry Students in the Education System and the Educational Compensation System

2.10.1. Concept of Late Entry into the Education System and the Need for Compensatory Education. Educational Compensation Measures

2.10.1.1. Concept of Late Entry into the Education System
2.10.1.2. Concept of Compensatory Need
2.10.1.3. Educational Compensation Measures

2.11. Students with Behavioral Disorders

2.11.1. Profile of Autism Spectrum Disorder (ASD) within Severe Behavioral Disorders: Evaluation and Intervention

2.11.1.1. ASD Profile
2.11.1.2. ASD Evaluation
2.11.1.3. Intervention

2.12. Disabled Students

2.12.1. Intellectual, Sensory, and Motor Disabilities

2.12.1.1. Intellectual Disability
2.12.1.2. Sensory Disability
2.12.1.3. Motor Disability

Module 3. Early Intervention

3.1. Conceptualization and Historical Evolution of Early Care: Relationship between Development and Early Learning

3.1.1. Concept of Early Care
3.1.2. Historical Evolution of Early Care
3.1.3. Relationship between Development and Early Learning

3.2. Prevention and Main Areas in Early Care

3.2.1. Phases in the Research Process. Spheres and Agents

3.2.1.1. Phases in the Research Process in Early Care
3.2.1.2. Spheres in Early Care
3.2.1.3. Early Care Agents

3.2.2. Child Development and Early Care Centers

3.3. Neurodevelopment during the First Years of Life

3.3.1. Major Biological and Social Risk Factors. Compensation Tools

3.3.1.1. Main Biological Risk Factors
3.3.1.2. Main Social Risk Factors
3.3.1.3. Compensation Tools

3.3.2. Plasticity and Brain Function

3.3.2.1. Concept of Brain Plasticity
3.3.2.2. Brain Function

3.4. Psychoeducational Early Intervention in Social-Cognitive Development

3.4.1. Theoretical Approaches to Cognitive Development. Cognitive Development from 0 to 6 Years Old

3.4.1.1. Theoretical Approaches to Cognitive Development
3.4.1.2. Cognitive Development from 0 to 6 Years Old

3.4.2. The Preoperational Period

3.4.2.1. Development in the Preoperational Period

3.5. Psychoeducational Early Intervention in Social-Linguistic Development

3.5.1. Early Language Development, Warning Signs, and Early Language Intervention

3.5.1.1. Early Language Development
3.5.1.2. Warning Signs during Early Language Development
3.5.1.3. Early Language Intervention

3.6. Psychoeducational Early Intervention in Socio-Affective Competence

3.6.1. Social-Affective Development and Early Intervention

3.6.1.1. Social-Affective Development
3.6.1.2. Social Contexts and Interactions in Childhood
3.6.1.3. Early Intervention in Social-Affective Development

3.7. Early Psychoeducational Intervention in Children at Social Risk

3.7.1. Situations of Social Risk. Typology of Maltreatment during Childhood

3.7.1.1. Social Risk in Childhood
3.7.1.2. Types of Maltreatment during Childhood

3.7.2. Methodological and Adaptation Strategies in Risk Situations

3.7.2.1. Early Intervention Strategies
3.7.2.2. Adaptation and Coping Strategies in Social Risk Situations

3.8. Early Care Intervention Programs

3.8.1. Intervention Models and Types of Early Care Programs

3.8.1.1. Early Intervention Models
3.8.1.2. Types of Early Care Programs
3.8.1.3. Program Evaluation in Early Care

The relearning methodology employed at TECH will allow you to conduct learning processes without the need for excessive study hours”